隨著智慧型手機的普及，不僅為生活帶來便利，但同時也讓愈來愈多國中生沉迷其中，人際關係疏離、手機成癮、眼睛與頸椎等生理疾病等，數位時代下所需面臨的問題也越趨嚴重。本研究希望在推行校園健康促進的計畫下，藉由瞭解影響國中生使用智慧型手機行為意圖的關鍵因素，進一步提供家長與教師帶領國中生使用智慧型手機時的建議，並給予相關主管機關作為制訂相關政策之參考。本研究應用科技接受模型(Technology Acceptance Model, TAM)，探討國中生使用智慧型手機行為意圖。透過問卷調查方式進行資料收集，共發放1,000份問卷，得到有效樣本871份，研究結果如下: (1) 國中生使用智慧型手機之知覺有用與行為意圖具顯著正相關。(2)國中生使用智慧型手機知覺易用與行為意圖具顯著正相關。(3) 國中生使用智慧型手機主觀規範與行為意圖具顯著正相關。(4) 國中生使用智慧型手機知覺娛樂與行為意圖具顯著正相關。(5) 國中生使用智慧型手機行為意圖與實際行為具顯著正相關。(6) 知覺易用與知覺有用具顯著正相關。因此當老師了解學生使用智慧型手機的意圖時，在設計相關教學活動時可依實際需求、加強其領域重要性，也協助教師應著重哪些因素做為參考依據。

There are more and more high school students addicted, interpersonal alienation, phone addiction, eye and cervical diseases increasingly serious with the popularity of smart phones. This study hopes to implement health promotion plan in the school, with the use of smart phones to understand the key factors of high school students affected behavioral intention to further provide parents and teachers to lead high school students is recommended when using smart phones and give the relevant authorities as to develop references related policies. This study adopts technology acceptance model (TAM) to explore the behavioral intention to use smart phones of high school students. Conducted through a questionnaire survey, a total of 1,000 questionnaires to obtain 871 valid samples, the results are as follows: (1) High school students perceived usefulness (PU) and the intentions (I) of smart phones with a significant positive correlation. (2) High school students perceived eases of use (PEOU) and the intentions (I) of smart phones with a significant positive correlation. (3) Subjective norms and the intentions (I) of smart phones with a significant positive correlation. (4) The perception of high school students who use smart phones entertainment and the intentions (I) of smart phones with a significant positive correlation. (5) The behavior of high school students uses mobile phones and smart intentions significantly positively correlated with actual behavior. (6) PEOU and PU have a significant positive correlation between appliances. So when teachers understand students' intent to use smart phones, the design-related teaching activities as per request, reinforce the importance of its domain, but also to help teachers focus on what factors should be used as reference.